I have been running a mid-semester survey at recess week 1) to understand how students are doing, 2) to provoke students to reflect their learning process, 3) to explain pedagogical background of the module design, 4) to evaluate the new initiatives, and 5) to find-tune the activities if I can.

Usually I limit to three questions following timeline (e.g. pre-, during, and post-lecture). This way, students can create a cycle to reflect their learning procedure. In designing questions, I avoid asking Yes/No questions, but rather ‘How’ questions, so that the students have a chance to think about their learning activities. But of course, I change the question regarding my initiatives and the focus of the module for each semester.

Here are the questions for this semester’s Korean 2.

1. How is your preparation work with pre-recorded e-lectures, and any other worksheets?
1) How manageable is the workload?
2) How does those help you with learning?
3) What kind of support would you like more for your preparation?

2. How is the live Zoom lecture?
1) How do you feel during breakout room activities?
2) Is there anything else you wish I do more or differently?

3. How do you feel about post-lecture homework?
1) How do you use the review note in studying Korean?
2) How do you feel about Flipgrid activities, if you did it?
3) In what aspect, post-lecture works helped you?

Since the survey is optional and anonymous, students are quite honest with their feedback and are happy to have a chance to give out their views.

At the end of the survey, I create a pre-recorded video to share the results with the students. 

For instance, I explain the pedagogical background of the new initiatives that student may feel unfamiliar, or  address concerns that student expressed in the survey. If there is any changes according to the survey results, I also mention that in the video.

In conclusion, the mid-semester survey does not only benefit the instructor, but also support developing learners’ ownership of learning and understanding the rationale of learning activities.

As a part of my research project to study the impact of reflections in learning, I did my pre-survey at the first of this semester. The survey is consisted with; 1) self-rated proficiency of Korean (general and each skills), 2) attitude toward online mode of learning Korean, and 3) Strategy inventory of language learning.

Here, I hope to share the results of the second part of the survey, the attitude toward online mode of learning at the beginning of semester.

Eight 5-scaled questions about the potential impact from online mode in general and on each skill/area were asked, “How does the online mode of course will impact improving Korean?” and the responses given were “Extremely positive (5)/ Somewhat positive/ Neither positive nor negative/ Somewhat negative/ Extremely negative (1)”. 44 students out of 57 students in 4000 module replied to the questions.

The responses were quite surprising, as it shows positive tendency on the impact. “3” means ‘no impact’ in general, while higher scores than “3” in all the areas indicate positive attitude. The students expected ‘Listening’ is be the most positively impacted by the online mode of learning, while ‘Enjoyment’ was the least positively impacted.

Table 1. The mean of students’ attitude toward the online mode

There are also number of students are extremely positive about the online mode of learning, particularly in ‘Writing’.

Table 2. Number of students for each response

However, there are 34% students feels somewhat negative on the impact of online learning in general, and around 40% of student in ‘Speaking’. Effective delivery of the lesson is one key to support those students, but it is equally important to support the students’ attitude to learning, particularly in this pandemic situation. The studies have shown that learner’s attitude is strongly influential in learning outcome. Under the compulsory online mode of course this semester, I plan to spend some time to help students see the value of the online mode and the way of maximise the benefit of this learning mode.

At the end of semester, the same set of survey will be given to the students to understand how this perception is changed.

I will present another work for CLS colleagues to help preparing for a course online in coming semester. This session is specially for the faculties who are teaching foreign languages in higher education.

Synopsis

A virtual course becomes a new normal mode of learning in higher education due to the Pandemic. In this talk, I will share how the advanced course of Korean is designed to support learners’ reflective and self-directed learning: the responsibilities of instructors and students, and the tools to serve the aim.

Date and Time: 2pm to 4pm, Tuesday, 28 July

Slides Language Course Design in COVID-19 (2020July)_for CLS Chat (to share)

My new reflection, titled ‘Who Needs To Get Prepared for Online Courses?’ on online teaching during the Pandemic 2020, March to April is published here.

Who Needs To Get Prepared for Online Courses?

There are many more useful posts found in ‘Teaching Connections’ by NUS, CDTL.

Due to this world-affecting COVIC-19 situation, I converted my lectures online, as many of our colleagues do. Since language learning is believed to be best in face-to-face mode, I tried to accommodate our online learning experience to maximise its particular benefits (e.g. using multimedia and easier sharing).

Here I wrote my reflection to share with the learning community, possibly to support other to avoid the same mistakes I made, or get on to the first stage more smoothly.

Feel free to contact me, if you have any inquiries.

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